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Explainers' development of science-learner identities through participation in a community of practice

Richardson, Anne E.
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877

Abstract Details

2012, Ph.D., Antioch University, Antioch New England: Environmental Studies.
The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.
Elizabeth McCann, PhD (Committee Chair)
Tania Schusler, PhD (Committee Member)
Joe Heimlich, PhD (Committee Member)
257 p.
Adult Education; Education; Educational Theory; Environmental Education; Environmental Studies; Museum Studies; Museums; Science Education
Explainers; Science Museum Educators; Communities of Practice; Informal Learning; Science Literacy; Science Learning; Museums; Exploratorium; Adult Learning; Workplace Learning

Recommended Citations

Citations

  • Richardson, A. E. (2012). Explainers' development of science-learner identities through participation in a community of practice [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877

    APA Style (7th edition)

  • Richardson, Anne. Explainers' development of science-learner identities through participation in a community of practice. 2012. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877.

    MLA Style (8th edition)

  • Richardson, Anne. "Explainers' development of science-learner identities through participation in a community of practice." Doctoral dissertation, Antioch University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327711877

    Chicago Manual of Style (17th edition)

antioch1327711877
1,449
© 2012, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.